Please sit with your School Team.

Each School Team should have one packet.

Extra resources that we’ll be referencing will be circulating. After your School Team has looked at them, please put them all back in the box and send the box to the next School Team’s table.

Assistance Team Training

Assistance Team Training

* Behavior *

Iredell Statesville Schools

August 18, 2010

Presenters: Amy Clay & Debbie Hourigan, School Psychologists

Presentation Objectives 1st A-Team Meeting:

Identifying a Specific Academic or Behavioral Area of Concern

Determining Current Level of Functioning in Area of Concern

Determining What Data Will be Used to Supply Baseline and Measure Progress

Identifying Progress Monitoring Options Identifying Intervention Options

2nd A-Team Meeting Documenting Results of Cycle 1 Intervention

3rd A-Team Meeting Documenting Results of Cycle 2 Intervention Summary of Intervention Outcomes and Team Decision

1st A-Team Meeting

Identifying a Specific Academic or

Behavioral Area of Concern

1st A-Team Meeting: Identifying a Specific Academic or Behavioral Area of Concern Most research indicates that a Functional

Behavioral Assessment is the best starting point for a behavioral intervention.

This allows you to operationalize or quantify the behavior, so that it can then be observed and measured.

Taking the FBA approach eliminates the anecdotal/narrative discussions and allows your Assistance Team to focus on specific observable and measurable behaviors.

1st A-Team Meeting: Identifying a Specific Academic or Behavioral Area of Concern The ISS FBA Form was introduced last school year.

Feedback from IEP Teams has been positive.

Using this tool is not a requirement in developing a behavioral intervention, but you may find it helpful.

Please make sure to list “Behavior” as an area of concern on the Parent Notification form. This will serve as your written notice to the parent that you will be collecting information/collaborating with others to develop an FBA for the student.

1st A-Team Meeting: Identifying a Specific Academic or Behavioral Area of Concern Inside your packet you will find the

following materials: Sample Assistance Team Scenario - Behavior A Blank FBA Form and Directions Sample (“Mindy”) FBA Form Sample (“Mindy”) Assistance Team Forms Sample (“Mindy”) Self-Report Form Sample (“Mindy”) Progress Monitoring Chart

1st A-Team Meeting: Identifying a Specific Academic or Behavioral Area of Concern

Mindy’s FBA Form

From Page 2 of Mindy’s FBA:

Mindy’s Assistance Team Form:

1st A-Team Meeting: Identifying a Specific Academic or Behavioral Area of Concern

Mindy’s A-Team Form

Determining Current Level of Functioning in

Area of Concern

1st A-Team Meeting

1st A-Team Meeting: Determining Current Level of Functioning in Area of Concern

If your Team developed an FBA for the student, you’ve already defined this. For example, from the “Mindy” FBA sample in

your packet, the “Current Level of Functioning” on your Assistance Team form might be:

“When Mindy is presented with a demand/request in Language Arts class or has a negative social interaction with her peers in any setting, she engages in disruptive behavior in an attempt to avoid the demand/request or to escape the situation. Disruptive behaviors (throwing books, knocking over her desk, yelling insults at teacher and peers) occur approximately 8 times per week and last for a duration of 10-15 minutes per incident.”

1st A-Team Meeting: Determining Current Level of Functioning in Area of ConcernMindy’s A-Team Form

1st A-Team Meeting: Determining Current Level of Functioning in Area of Concern If your Team does not complete an FBA for

the student, you will need to address the data that brought the student to the Assistance Team.

You might also get information for the Current Level of Functioning from the following: SSP – Gaps and Strengths section SSP – Student data SSP – Core instruction and remediation section Classroom observations/teacher input Teacher made data tracking systems

Determining What Data Will be Used to Supply Baseline and Measure Progress

1st A-Team Meeting

1st A-Team Meeting: Determining What Data Will be Used to Supply Baseline and Measure Progress

Is behavior different from academics in Assistance Team? It is and it isn’t. As with any area, Assistance Team is

there to help with intervention and progress monitoring. HOWEVER….behavioral skills are not in the NC

SCOS, which means they are not (generally) taught.

If we don’t teach it, we don’t measure it, which means that progress monitoring measures may not be as readily available as they are for academic areas.

1st A-Team Meeting: Determining What Data Will be Used to Supply Baseline and Measure Progress

Your first Assistance Team meeting on a behavioral referral may involve only two steps:

1) Defining the behavior through FBA or other process.2) Determining what data you’re going to use to measure the

behavior. Your Assistance Team should also decide at this point how you

will address the “Class Average” requirement. For behavior, you may not have a class average. You may simply have a “goal” or “objective,” based on expectations or average student performance Example: Your Team may agree that it’s reasonable to give a child

2 minutes to start an assignment. That’s your goal. Example: Your Goal may be to get that 6-minute temper tantrum

down to 0.

1st A-Team Meeting: Determining What Data Will be Used to Supply Baseline and Measure Progress A few methods for recording behavioral data:

Event Recording – Document the number of times a behavior occurs.

Example: Student initiated appropriate social interaction with a peer 2 times during recess.

Time Sampling – Document the presence or absence of behavior in a specific period of time.

Example: Student remained in his seat (without getting up without permission) for 15 minutes.

Duration Recording – Document how long the behavior lasts. (Must have clear beginning and end.)

Example: Student engages in temper tantrum for 6 minutes.

Latency Recording - Document how long it takes for a behavior to begin after a specific event/demand.

Student begins working on assignment after 4 minutes.

1st A-Team Meeting: Determining What Data Will be Used to Supply Baseline and Measure Progress

Let’s look at our sample, Mindy: We could track disruptive incidents, BUT we have

chosen to focus on the positive – Mindy’s appropriate behavior, not her inappropriate behavior.

Since we haven’t implemented the intervention to teach her appropriate response skills, we currently see her baseline appropriate response skills at 0% of the time.

In this scenario, target behavioral goals were developed for measuring Mindy’s progress, rather than using a class average.

The first goal is that Mindy will respond appropriately to anger/frustration 50% of the time.

The second goal is set at 75%.

1st A-Team Meeting: Determining What Data Will be Used to Supply Baseline and Measure ProgressMindy’s Progress Monitoring Chart with Baseline Data and Goals

1st A-Team Meeting: Determining What Data Will be Used to Supply Baseline and Measure ProgressMindy’s Progress Monitoring Chart with Baseline Data

Identifying Progress

Monitoring Options

1st A-Team Meeting

1st A-Team Meeting: Identifying Progress Monitoring Options What is Progress Monitoring?

“Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.”

Involves repeated measures using a consistent assessment at regular intervals (usually weekly).

As student progress is measured, instructional techniques are adjusted to meet the individual student’s learning needs.

For Assistance Team data collection, the use of the ISS Progress Monitoring chart is not required, but a visual representation (graph or chart) of your data IS required.

Excerpt from the National Center on Student Progress Monitoring.

1st A-Team Meeting: Identifying Progress Monitoring Options Progress Monitoring Chart (Can be easily modified

to use Event Recording, Time Sampling, Duration Recording, Latency Recording, etc.)

Behavior Report Card (Easy to design your own; contains report card and progress monitoring)

Self-Monitoring Charts (completed by student)

Design your own! You don’t have to use one of these three options, but you DO need a chart or graph that can visually represent your data, in order to assist with decision-making.

1st A-Team Meeting: Progress Monitoring OptionsProgress Monitoring Chart

1st A-Team Meeting: Progress Monitoring OptionsItems from Behavior Report Card Generator

1st A-Team Meeting: Progress Monitoring OptionsWeekly Behavior Report Card

1st A-Team Meeting: Progress Monitoring OptionsWeekly Behavior Report Card

1st A-Team Meeting: Progress Monitoring OptionsSelf-Monitoring & Baseline Example

1st A-Team Meeting: Progress Monitoring Options (Conclusion) Progress Monitoring options with behavior will vary

depending on the student and may look different each time.

One advantage to doing the FBA is that, not only will you have your weekly data collection to measure progress, you will also be able to look at the quantitative portions of the initial FBA (frequency, duration and intensity) at the end of your intervention cycles as a secondary measure of progress. This will enable your Assistance Team to look at multiple data points to make informed decisions.

Identifying Intervention Options

1st A-Team Meeting

1st A-Team Meeting: Identifying Intervention Options From DPI: “Research-based interventions are

strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.”

The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies, as well, but there must be an instructional component.

Excerpted from DPI website.

1st A-Team Meeting: Identifying Intervention Options

You’ve defined the behavior, now what? Tips on selecting an intervention: The “Hassle Free Index” (EFECTIV+T)

E – “E”xpense (Do you have resources, including materials and personnel, to get it done?)

F – Hassle “F”ree (Can the teacher incorporate it easily/willingly?) E – “E”ffectiveness (Have you selected an effective intervention – or

just an ‘easy’ one?) C- “C”omplexity (Keep it simple; if it’s too complex, it probably will not

be done.) T – “T”ime (Is there time to implement with fidelity?) I – Student “I”nterest (Will you have student buy-in?) V – Social “V”alidity (How would others, including parents, view it?) + - Keep a positive focus, not punishment focus, for best outcome. T – “T”otal picture – Consider all factors and weigh intervention.

What resources do you have at YOUR school? (We recommend developing your own resource list at the start of each year.)

Effectiveness Rating Scale is modified from “School Based Interventions for Students with Behavior Problems” by Julie Bowen, et. al.

1st A-Team Meeting: Identifying Intervention Options Where to Find an Intervention

Look for the smiley face inside your packet! Websites:

ISS Assistance Team webpage. We’ll post intervention options and links by content area, as we discover them; send us yours if you find something that works!

www.interventioncentral.com http://www.ecu.edu/cs-cas/psyc/rileytillmant /EBI

-Network-Homepage.cfm (ECU website)

1st A-Team Meeting: Identifying Intervention OptionsISS Assistance Team WebsiteDepartments Curriculum & Instruction Assistance Team

1st A-Team Meeting: Identifying Intervention OptionsIntervention Central Website

1st A-Team Meeting: Identifying Intervention OptionsECU Website

1st A-Team Meeting: Identifying Intervention OptionsElementary Sample Intervention 1

Sit and Watch Description:

The goal is to help children learn appropriate behavior through structured observation. Student’s observation is used to promote classroom behavior through peer modeling. Materials needed are clearly posted classroom rules and an “observer’s chair” in the classroom.

Research Reference: White, A. G., & Bailey, J. S. (1990). Reducing disruptive

behaviors of elementary physical education students with sit and watch. Journal of Applied Behavior Analysis, 23, 353-359.

1st A-Team Meeting: Identifying Intervention Options Sit and Watch Video from ECU Website

1st A-Team Meeting: Identifying Intervention OptionsElementary Sample Intervention 2

Social Stories Description:

The goal is to teach appropriate social behaviors and interactions, increasing the likelihood of better performance. Social stories describe social situations, in terms of relevant social cues, and identifies appropriate responses for individual students.

Research reference: Hagiwara, T. and Myles, B.S. (1999). A Multimedia Social

Story Intervention: Teaching Skills to Children with Autism. Focus on Autism and other Developmental Disabilities, v.14, n.2, 82-95.

1st A-Team Meeting: Identifying Intervention OptionsElementary Sample Intervention 3

Video Modeling Description:

The goal is to use video modeling to address social-communication skills, functional skills and behavioral functioning in children and adolescents. Since Albert Bandura’s early work in social learning theory, research has indicated that children acquire skills by watching others perform this. Watching themselves perform the skill appears to be even more effective.

Research Reference: Bellini, S., Akullian, J. (2007). A Meta-Analysis of Video

Modeling and Video Self-Modeling Interventions for Children and Adolescents With Autism Spectrum Disorders. Exceptional Children, Spring 2007, 264-287.

1st A-Team Meeting: Identifying Intervention OptionsSecondary Sample Intervention 1 Self-Monitoring/Self-Management

Description: Self-monitoring and self-management of on-task

behavior have been identified as effective tools for improving task completion. This intervention is effective for both elementary and secondary students.

Research Reference: Axelrod, M., et al. (2009). Self-Management of On-

Task Homework Behavior: A Promising Strategy for Adolescents with Attention and Behavior Problems. School Psychology Review, v. 38, n.3, 325-333.

1st A-Team Meeting: Identifying Intervention OptionsSecondary Sample Intervention 2 Check in/Check out

Description: The goals of Check in/Check Out (CICO) are to (a) increase

antecedent prompts for appropriate behavior, (b) increase contingent adult feedback, (c) enhance the daily structure for students, and (d) improve feedback to both the student and the family about the student’s behavior. Research indicates effectiveness at both the elementary and secondary levels.

Research Reference: Filter, K.J., et al. (2007). Check in/Check out: A Post-Hoc

Evaluation of an Efficient, Secondary-Level Targeted Intervention for Reducing Problem Behaviors in Schools. Education and Treatment of Children, v.30 n.1, 69-84.

1st A-Team Meeting: Identifying Intervention OptionsSecondary Sample Intervention 3 Cognitive-Behavioral Interventions

Description: Cognitive-behavioral interventions (CBIs) have shown

effectiveness across educational environments, disability types, ethnicity and gender. CBIs refer to a number of different, but related, interventions used to change behavior by teaching students to understand and modify thoughts and behaviors. Problem-solving, anger control, self-instruction and self-control are examples of CBI.

Research Reference: Riccomini, P.J., et al. with the National Dropout Prevention

Center for Students with Disabilities. Effective Interventions in Dropout Prevention: A Practice Brief for Educators. Volume 1, Number 1.

1st A-Team Meeting: Identifying Intervention OptionsMindy’s A-Team Form (Cycle 1 Interventions)

1st A-Team Meeting: Identifying Intervention OptionsMindy’s A-Team Form (Signature Page)

Documenting Results of Cycle 1

Interventions

2nd A-Team Meeting

2nd A-Team Meeting: Documenting Results of Cycle 1 Interventions At the end of each Intervention Cycle, your

Assistance Team will meet, review the data, document your results and make a decision. Your options are: If you’re seeing progress, continue the intervention!

(And remember to give behavioral interventions enough time to get past that possible initial spike in the problem behavior.)

If the intervention isn’t working, you may need to modify it or select a new intervention.

Look for trends. Does behavior get better or worse on certain days? In certain subjects?

If you’re seeing an upward trend, stick with the intervention! Don’t switch just because “the three weeks are up.” Assistance Team is about the journey (the process and the progress), not the destination.

2nd A-Team Meeting: Documenting Results of Cycle 1 InterventionsMindy’s Progress Monitoring Chart after Cycle 1 Interventions

2nd A-Team Meeting: Documenting Results of Cycle 1 InterventionsMindy’s A-Team Form (Results and Intervention Sections)

2nd A-Team Meeting: Documenting Results of Cycle 1 InterventionsMindy’s A-Team Form (Signature Page)

Documenting Results of Cycle 2 Intervention

&Summary of Intervention

Outcomes and Team Decision

3rd A-Team Meeting

3rd A-Team Meeting: Review of Cycle 2 Intervention Mindy’s Chart after Cycle 2 Intervention

3rd A-Team Meeting: Review of Cycle 2 Intervention Mindy’s A-Team Form

3rd A-Team Meeting: Summary of Intervention Outcomes and Team Decision After reviewing the Cycle 2 Intervention

results, your Team will summarize the intervention outcomes and make a decision. REMEMBER: Make decisions based on the data, not opinions

or beliefs. It’s easy to get emotional when the area of concern is behavior.

After you summarize the intervention outcomes, your decision options are: Continue the intervention. Modify the intervention. Refer for an Exceptional Children’s evaluation. Terminate the Assistance Team process. Other (e.g., student moved, etc.).

3rd A-Team Meeting: Summary of Intervention Outcomes and Team DecisionMindy’s A-Team Form

Conclusion

Summary Start by defining the behavior so that it can be

measured. An FBA is one way to do this. Determine what data you’ll use for baseline and

ongoing progress monitoring. Select an intervention and consider whether or not it

is “Hassle-Free.” Keep YOUR school’s resources in mind. Remember: Minimum intervention period should be 3 weeks

(two consecutive – not concurrent - interventions are required for any area of concern). However, with behavioral interventions, you often see a spike in the problem behavior, before you see improvement. Make sure you give it enough time.

Review your results and make data-based decisions.

Roadblocks “My job is to teach academics, not behaviors.”

The goal of education is to prepare students to be successful in life.

“I don’t have time to provide prompts and reinforce behavior.” It takes more time to react to problem behavior than it

does to pre-correct behavior. “I’d like to offer rewards/reinforcement, but the

student never earns it.” If the student never did anything right with academics,

we wouldn’t just sit back and wait until he/she did.

Excerpts from “Removing Roadblocks to Effective Behavior Intervention in Inclusive Settings” by Terrance M. Scott (Beyond Behavior, Fall, 2002).